Personalised Learning

Many schools are now familiar with the vision for personalised teaching and learning, defined by Christine Gilbert as:

Taking a highly structured and responsive approach to each child's and young person's learning, in order that all are able to progress, achieve and participate. It means strengthening the link between learning and teaching by engaging pupils – and their parents – as partners in learning. Teaching and Learning in 2020 Review

APP

Schools are now taking forward Assessing Pupils' Progress (APP) as a continuing priority to personalise learning for all pupils across all phases, plan for progression and overcome barriers

http://nationalstrategies.standards.dcsf.gov.uk/app - National Strategies information regarding APP

http://www.teachingtimes.com/articles/assessing-pupils-progress--scheme.htm - interesting article



APP is a structured approach to in-school assessment which:

• enables teachers to make judgements about their pupils’ attainment, keyed into national standards
• develops and refines teachers’ understanding of progression in their subject
• provides diagnostic information about the strengths and weaknesses of individual pupils and groups of pupils
• enables teachers to track pupils’ progress over time
• informs curriculum planning
• facilitates the setting of meaningful curricular targets that can be shared with pupils and parents
• promotes teaching that’s matched to pupils’ needs
• supports the transfer of meaningful information at key transitional points, e.g. from Key Stage 2 to Key Stage 3
• is not a 'bolt-on' to existing arrangements. APP is all you need. (DCSF, 2008)

Teachers' TV - Primary Assessment - APP

Teachers' TV - Assessment for Learning - Secondary Maths and English - APP in Action

Activity: Using the DISCUSSION tab, discuss APP as an Assessment process.

• What do you think are the advantages and disadvantages of APP?
• How is APP implemented in your school?

Consider this statement.
Assessment that encourages learning fosters motivation by emphasising progress and achievement rather than failure. Comparison with others who have been more successful is unlikely to motivate learners. It can also lead to their withdrawing from the learning process in areas where they have been made to feel they are ‘no good’. (Assessment Reform Group, 2002a)

Research has shown that:
Children believe that the purpose of marking is for the teacher to find out what they have got right or wrong, rather than being for their own benefit Children are rarely given time to read marking comments. Children often cannot understand or read the teachers’ handwriting or comments. Children are rarely given time to make any improvement on their work.

Discuss and comment on this statement

Teachers/practitioners should be aware of the impact that comments, marks and grades can have on learners’ confidence and enthusiasm and should be as constructive as possible in the feedback that they give. (Assessment Reform Group, 2002a)

What constructive feedback do you give to learners?

Learners need information and guidance in order to plan next steps in their learning. Teachers should pinpoint the learner’s strengths and advise on how to develop them; be clear and constructive about any weaknesses and how they might be addressed; provide opportunities for learners to improve upon their work.
(Assessment Reform Group, 2002a)

Does your feedback inform the next steps in learning? How can this be incorporated into your planning for the in-school task?